THE RELATIONSHIP BETWEEN PATERNALISTIC LEADERSHIP BEHAVIORS OF SCHOOL ADMINISTRATORS AND PRE-SCHOOL TEACHERS’ JOB SATISFACTION

Ferda Ekmen,Veysel Okçu

doi:10.46827/ejes.v8i6.3776

Abstract

This study investigated the relationship between school administrators' paternalistic leadership behaviors and pre-school teachers' job satisfaction. The relational survey model was used in the research. The population of the study consists of 575 pre-school teachers working in 81 schools in Batman province during the 2019-2020 academic year. Sampling was not used due to the lack of a good number of teachers in the research population. The "Paternalistic Leadership Behaviors Scale" and the "Job Satisfaction Scale" were used in the study. In the statistical analysis of the data, frequency and percentage, standard deviation, arithmetic mean, independent sample t-test, ANOVA test, LSD test, and correlation and regression analysis techniques were used. As a result of the research, there was a positive, moderate-level, and significant relationship between the family atmosphere and job satisfaction, a positive, moderate-level, and significant relationship between benevolence and job satisfaction, a negative, low-level, and significant relationship between authoritarianism and job satisfaction, a negative, low-level, and significant relationship between interventionism and job satisfaction, and a negative, moderate-level, and significant relationship between inadequacy and job satisfaction. As a result of research, it was concluded that the paternalistic leadership in the dimensions of authoritarianism, interventionism, and inadequacy had a negative effect on teachers' job satisfaction levels, and the behaviors in the family atmosphere and benevolence dimensions had a positive effect on teachers' job satisfaction levels. All dimensions of paternalistic leadership explain about 26% of the total variance in teachers' job satisfaction in general. Article visualizations:<img src="/-counters-/edu_01/0794/a.php" alt="Hit counter" />

Highlights

Many factors are effective in achieving organizational goals and objectives and increasing the productivity of educational organizations, which aim to raise highly qualified individuals with a qualified education
3.1 Results Regarding First and Second Sub-Problems This section includes findings related to teachers' perceptions of school administrators' paternalistic leadership behaviors and pre-school teachers' job satisfaction levels
Regarding the Fourth Sub-Problem The results of the regression analysis made on the predictive effect of paternalistic leadership behaviors of school administrators on teachers' job satisfaction and its dimensions are shown in Table 6 below

Summary

Introduction

Many factors are effective in achieving organizational goals and objectives and increasing the productivity of educational organizations, which aim to raise highly qualified individuals with a qualified education. One of the most important tasks that should be undertaken by school administrators is to increase teachers' job satisfaction. It is of great importance for teachers to be successful and satisfied with their profession to increase their efficiency. Employees’ job satisfaction emerges as an important factor in ensuring quality in all other organizations as well as in educational organizations (Msuya, 2016, 9). For this reason, the leader should focus primarily on how and in what way the efficiency of employees s/he manages and works with will be enhanced. Meeting the needs provides job satisfaction both for the leader and employees

Objectives

Methods

Results

Discussion

Conclusion